Lesson Overview:
Students will create a very large replica of the school mascot or an animal they would like to have as their class mascot. They will build a paper and wire armature and use papier mâché paste to create the sculpture. As part of the introductory activities, students will discuss animal symbols in Western culture and make posters describing the animals and their meanings.
Length of Lesson:
Five 45-minute class periods
Instructional Objectives:
Students will:
- research animal symbols in history.
- list animal symbols used today.
- work together to create a large sculpture.
- learn to construct an armature and build on that armature with papier mâché.
Supplies:
- Papier mâché paste
- Chicken wire
- Cardboard boxes
- Paper towel cardboard rolls
- Plastic cups
- Newspapers
- Masking tape
- Plastic tubs or buckets
- Large plastic container with a lid
- Tongue depressors or foam brushes
- Acrylic or tempera paint
- Paint brushes
- Large plastic tablecloth to cover the work area
- Old magazines for poster collages
- Colored pencils, watercolors, and/or markers
Instructional Plan:
Animal Symbolism Posters
Part 1: Our Present Day Culture
Before students pick a mascot for their class, have them work as a group to brainstorm examples of animals that are used as symbols in our culture (i.e., Jaguar sports cars, Tony the Tiger, Batman, Smokey the Bear, McGruff the Crime Dog, Bald Eagle, MGM Lion, NBC Peacock, etc.). Compile the list on a chalkboard or overhead projector. Ask students to consider the following questions:
- What do these animals symbolize? What feelings or memories do they evoke?
- Can the animals be categorized (good/evil, anthropomorphic/animalistic, etc.)?
- How has the symbolism attached to each animal changed our perceptions of the animal itself? For instance, could we spot a bald eagle flying free in nature and not think immediately of the United States government?
- What is it about certain animal symbols and how they are presented to us that allows us to disconnect our symbolic associations from them when we see them in the wild or at a zoo?
- What is the purpose of symbols in our culture? How do animal symbols differ from other symbols in our culture?
- How do symbols change as the culture changes (i.e., controversy surrounding the appropriateness of the Cleveland Indians symbol and Atlanta Braves symbol)?
Part 2: World Culture and Earlier Cultures
Have students research animal symbolism in Native American, Celtic, and African cultures. Ask students to consider the following questions: Do today's animal symbols retain any of the historical meaning placed on them by ancient and world cultures? How has Western culture changed the meaning of particular animal symbols?
The following Web sites may be used as starting points for research:
Have students split into groups of three or four and choose one cultural animal symbol from the brainstormed list. Have them prepare a poster that has the following elements:
- a drawing, collage, or painting of the animal
- one or two sentences describing the animal as it exists in nature
- one or two sentences about what it symbolizes in our culture
- one or two sentences about what it symbolizes in another ancient or world culture
- one or two sentences answering the question: "What is the purpose of symbols in our culture?"
Hang the finished posters around the room as part of an "Animal Symbolism" Art Gallery. Have students view each poster and compare responses to the questions: What is the purpose of symbols in our culture? What broader conclusions can be drawn by comparing these answers?
Building the Mascot
Have students create a sculpture of the school mascot, or they can pick a class mascot. To pick a class mascot, have students brainstorm animals that could represent the class. List examples of various animals on the board. (Make available animal picture books or Internet references, such as the Smithsonian National Zoological Park, for students to browse. This will ensure that students do not simply rely on animals they know and ones commonly used by sports teams, schools, etc.). Use consensus and begin eliminating from the list until there are two or three animals left. Students can either vote or use consensus to agree on the one animal they would like to be the mascot.
Have students choose a photograph or draw the pose of the animal they want to create in sculpture form. Use an opaque projector to enlarge the image and create a large drawing for the students' reference. Share information from the Sculptural Processes, Working with Clay and Vocabulary handouts.
Have students begin forming the main body of the animal by cutting and taping cardboard and/or wire. Use newspapers to stuff the form and create bulk in the body. For the neck and legs, use heavy cardboard or cans taped to the wire body. Crumple newspaper into a ball and tape it together for the head of the animal.
The completed wire body will become the armature for the papier mâché sculpture. Place the armature on a plastic tarp or tablecloth in the work area. Tear newspapers into long, narrow (1"–2") strips and store in boxes for students to use.
Mix papier mâché paste in a large plastic container with a lid. (Paste can be made by mixing flour and water, or wallpaper paste can be bought.) The paste will store easily and keep over many days. Pour some of the paste into small pails or bowls for the students. Have students dip the paper strips into the bowl and cover the entire armature with two layers of papier mâché strips. Allow at least one day to dry.
After the initial armature is dry, attach the small details such as eyes, beaks, ears, noses, claws, etc. to the body and layer papier mâché over the newly attached forms. Reinforce areas that will support weight or have narrow extensions with an additional layer of papier mâché, such as where the main torso connects to the arms, legs, and neck. Allow the sculpture to dry thoroughly.
At this point, have the class evaluate the sculpture piece and add additional bulk or detail as needed. Allow students to select the paint colors and paint the animal. To create a more permanent finish, shellac or paint a clear gloss acrylic over the dry paint.
Place the finished work in a public place such as the media center or in the hallway near the classroom.
Assessment:
Evaluate the posters using the following criteria:
- Does the poster clearly answer the question: "What is the purpose of symbols in our culture?"
- Does the poster cleanly present the information requested?
Ask students to evaluate the mascot by responding to the following questions:
- Does the finished work look like the initial intention in the reference drawing?
- Did the entire class work together well? Give two instances to back up your answer.
- Describe the finished sculpture in detail by writing a letter to your parents about the work and the process of making it.
- Suggest a name for the mascot and give a reason for that name.
- When you look at the work, how does it make you feel?
- Ask a student from another class to look at the work and react to it.
Extensions:
Have students write a fictional story about the adventures of the mascot or create small papier mâché ornaments or jewelry.
Sources:
Print:
- Becker, Udo. The Element Encyclopedia of Symbols. Dorset: Element, 1994.
- Betts, V. Exploring Paper Mâché. Worcester, MA: Davis Publications, Inc., 1966.
- Horn, G. Crafts for Today's Schools. Worcester, MA: Davis Publications, Inc., 1972.
- Rowland, Beryl. Animals With Human Faces: A Guide to Animal Symbolism. Knoxville: University of Tennessee Press, 1973.
Web:
Authors:
-
Joyce Payne, Arts Education Consultant
West Barnstable, MA
